Childminder in Reading

Inspection date

Previous inspection date 2 February 2017 11 March 2015

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder works closely with her co-childminder to reflect on their practice. They update their skills to make improvements that benefit children.  Children follow the simple routines and settle extremely well. They have close bonds with both the childminder and her co-childminder.  The childminder plans an exciting range of learning experiences that motivates children to learn. Children make good progress from their starting points.  Children have a good understanding of mathematical concepts and language. For example, the childminder teaches them to count, name shapes and understand positional language, such as 'underneath'.  The childminder helps children to understand good personal hygiene well. Children blow their noses, dispose of the tissues and wash their hands to remove the germs.  Children enjoy the outdoors. They develop physical skills as they move cars and scooters, and negotiate the space skilfully.

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It is not yet outstanding because:

 The childminder does not support children to write for a purpose, such as encouraging them to write their names on their work.  The childminder joins in too readily to help children make things work. For example, she mends a tool children were using with dough rather than encourage children to talk about why it has broken, how it works and to encourage them to mend it.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 build on opportunities for children to practise their early writing skills  give children more time to find out why some things happen and how things work.

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Inspection activities

 The childminder gave the inspector a tour of the premises used for childminding purposes.  The inspector checked evidence of suitability for the childminder, her co-childminder and her assistant.  The inspector observed the childminder's interactions with the children.  The inspector sampled a range of documentation, including policies and procedures, and children's records.  The inspector read letters and spoke to parents to gain their views about the quality of care and the service the childminder provides.

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Effectiveness of the leadership and management is good

The childminder keeps her skills up to date. For example, she networks with other childminders and professionals to learn more about specific changes that affect her childminding responsibilities. The childminder is fully aware of actions to take to raise any concerns about the children to protect their welfare. The childminder has newly registered an assistant. She has completed robust checks to ensure her suitability and has plans for a thorough induction to ensure she supports her to develop skills for the role. Arrangements for safeguarding are effective.

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Quality of teaching, learning and assessment is good

The childminder has recently developed her assessments of children's achievements and tracks their progress. For example, she accurately identifies children's next steps in learning and uses what she knows to help them progress. The childminder builds on children's developing speech. For example, she reads stories with rhythmic patterns that children join in with and asks questions to encourage them to respond with their ideas. The childminder plans exciting activities. For example, she introduced a magnetic wand and gave one to each child explaining how it can pull some things towards it.

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Personal development, behaviour and welfare are good

The childminder works closely with parents to gather a good range of information from when children first start, to enable her to help children settle and meet their changing individual needs. Children build strong attachments with the childminder and explore confidently. The childminder helps children to build good relationships with each other. For example, she provides consistent guidelines that help children to learn to share and take turns. Children behave very well. The childminder helps children to prepare well for their transition to school. For example, she encourages their independence and helps them become familiar with the school when she takes them to collect older children from school. Older children support the younger children after school very well, for example, as they read books and play imaginative games together.

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Outcomes for children are good

All children, including those for whom the childminder receives funding, progress well. They learn a good range of skills that prepares them for their future learning. Children gain confidence in their abilities and are curious and eager to explore. For example, they were delighted to discover how quickly coloured discs travelled to a magnetic wand and stuck tight. Children take part in creative activities, such as shaking instruments and listening to the sounds. They develop good early reading skills, enjoy looking at books together and listening to stories. Children understand early mathematical concepts, such as volume and capacity. For example, they enjoyed filling and emptying containers.

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Setting details

Unique reference number EY357172 Local authority Buckinghamshire Inspection number 1083795 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 5 Number of children on roll 5

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Name of registered person

Date of previous inspection 11 March 2015

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Telephone number

The childminder registered in 2007. She works with her co-childminder in High Wycombe, Buckinghamshire. The childminder has recently employed an assistant to work with them. The childminder offers care from 7am to 6pm on Monday to Friday, throughout the year. The childminder receives funding for the provision of free early education to children aged two, three and four years.

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Telephone number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the early years foundation stage.

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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Telephone number

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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